ABSTRACT

This research aimed to better understand the interaction between positioning and STEM identity authoring as intergenerational teams collaborated to complete community conservation projects, following a two-day conservation and geospatial technology workshop. Scientists and science educators supported these learners as they developed the focus, resources, timeline, and methods used to accomplish their negotiated pursuits at the two-day workshop and throughout their subsequent community project as a form of public engagement. To better understand the ways in which intergenerational teams located or positioned themselves and their partners, the ways in which teens and adults engaged in STEM identity authoring, and the interplay between positioning and STEM identity authoring a two-case study was completed. In this, field observations, interviews, and project artifacts were collected as the primary data sources. Findings emerging from the qualitative analysis of the data collected revealed how positioning and STEM identity authoring were found to be entangled and concurrently reinforcing even at the outset of the intergenerational teams’ work. Additionally, positioning and STEM identity authoring in intergenerational teams were influenced by societal and cultural norms. These findings as well as recommendations emerging from the findings are further elaborated with the aim of supporting future intergenerational work of teens and adults in informal STEM learning contexts.

摘要

这项研究旨在更好地了解定位和 STEM 身份创作之间的相互作用，因为代际团队在为期两天的保护和地理空间技术研讨会之后合作完成社区保护项目。科学家和科学教育工作者支持这些学习者，因为他们制定了重点、资源、时间表和方法，用于在为期两天的研讨会和随后的作为公众参与形式的社区项目中完成协商的追求。为了更好地了解代际团队定位或定位自己及其合作伙伴的方式、青少年和成人参与 STEM 身份创作的方式，以及定位和 STEM 身份创作之间的相互作用，我们完成了一个两个案例研究。在此，实地观察、采访、并且项目工件被收集作为主要数据源。对收集到的数据进行定性分析的结果表明，即使在跨代团队的工作开始时，定位和 STEM 身份创作是如何纠缠在一起并同时加强的。此外，代际团队中的定位和 STEM 身份创作受到社会和文化规范的影响。这些调查结果以及从调查结果中提出的建议得到进一步阐述，目的是支持青少年和成年人在非正式 STEM 学习环境中的未来代际工作。对收集到的数据进行定性分析的结果表明，即使在跨代团队的工作开始时，定位和 STEM 身份创作是如何纠缠在一起并同时加强的。此外，代际团队中的定位和 STEM 身份创作受到社会和文化规范的影响。这些调查结果以及从调查结果中提出的建议得到进一步阐述，目的是支持青少年和成年人在非正式 STEM 学习环境中的未来代际工作。对收集到的数据进行定性分析的结果表明，即使在跨代团队的工作开始时，定位和 STEM 身份创作是如何纠缠在一起并同时加强的。此外，代际团队中的定位和 STEM 身份创作受到社会和文化规范的影响。这些调查结果以及从调查结果中提出的建议得到进一步阐述，目的是支持青少年和成年人在非正式 STEM 学习环境中的未来代际工作。